Statement of Purpose

1 ANNOTATED EXEMPLAR OF STATEMENT OF PURPOSE. The statement below is an exemplar of a strong statement of goals – it contains many (though not all) of the elements of a strong statement (see sidebar and concluding comments in boxes for details). The purpose of this exemplar is to assist you in considering elements of a strong “statement of purpose” for your doctoral application. This is only one example and not meant to imply that all statements should be similarly structured – rather, the most salient features of elements that should be included have been highlighted by side bar comments and at the end of the document. Statement of Purpose
If admitted, I intend to pursue the Ph.D. in Curriculum and Instruction on a parttime basis (at least initially) and thus would not be eligible for a Graduate Assistantship.

Initial paragraph about full- or parttime intentions. The first sentence clearly summarizes the purpose for pursuing a doctorate – an important piece of the overall statement. Note that later in the document this is explained with more specificity; a strong statement does not leave purposes and goals in vague terms only. Note too that the statement includes interests in teaching, research and service to the profession - all important roles for a Ph.D. in an academic job. Other career aspirations may have different emphases. Evidence-based (citations of work he is familiar with) argument for one of his central interests in research (disconnect between research and teachers in classrooms).

My ultimate goal is to complete my doctorate so that I can teach future teachers, conduct research within the classroom, and make a contribution to the improvement of mathematics education. Over the past fifteen years, my journey towards this goal has been circuitous at best. It has carried me through many schools and multiple states, presenting opportunities to work within every grade from kindergarten to college. My compass has guided me to discover methods to

References: Kennedy, M. M. (1997).The connection between research and practice. Educational Researcher, 27(7), 4-12. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. Sowder, J. (2000, July) Mathematics in the middle grades: Linking research and practice. Paper presented at the National Conference on Curriculum, Instruction, and Assessment in the Middle Grades: Linking Research and Practice, Washington, DC. Retrieved from http://www.ed.gov/offices/OERI/NERPPB/middleschools.pdf Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press. Tough, P. (2008). Whatever it takes: Geoffrey Canada 's quest to change Harlem and America. New York, NY: Houghton Mifflin.